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ASCA ethical standards for school counselors. ASCA Ethical Standards for School Counselors. (2019). Retrieved April 24, 2022, from https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counselor Association (ASCA). (n.d.). Templates and resources. Retrieved January 22, 2022, from https://www.schoolcounselor.org/About-School-Counseling/ASCA-National-Model-for-School-Counseling-Programs/Templates-Resources

American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association.

Project Implicit. (n.d.). Take a test. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html

Saunders, R., & Merlin-Knoblich, C. (2021). Implementing large-group consultation in comprehensive school counseling programs. Journal for Specialists in Group Work, 46(4), 294–308. https://doi.org/10.1080/01933922.2021.1945176

Walden University. (2019b). Key professional dispositions interactive. Baltimore, MD: Author

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I am not surprised that I have a weak automatic preference for Cisgender people over Transgender people, but I would have been surprised if my preference was stronger. I am not one to judge someone for who they are, but I definitely think I need to work on my bias towards Cisgender people. Especially with the growing population of transgender people and working towards being a school counselor, I need to be able to make students of all walks of life feel welcomed.

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My results for the competency assessment showed that I need to improve in the sections labeled "Behaviors: Professional Foundation" and "Behaviors: Planning and Assessment".  The ASCA National Model is a great reference for me to use to stay on top of all of my duties as a school counselor. I will continue reading it to improve my knowledge of what is expected of me. Another resource I can use is the ASCA Code of Ethics, where I can find the different guidelines I will follow. The code of ethics will also help guide me through certain scenarios and situations that I will be dealing with.

I felt most comfortable with the first sections, labeled "Mindsets". I strongly agreed with every point and I feel that it is a great start that my mindset is positive. This will lead me in a positive direction, and will hopefully rub off on my students and show them that I truly care about them and their success.

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My core beliefs are honesty, empathy, and the ability to admit when you are wrong.  These beliefs will help build rapport with students, as well as make them comfortable.
Ethical standards guide the work of school counselors by setting guidelines and rules on how we counsel, how we deal with confidentiality, how we can lead a school, and many more important ethics. For example, the first ethical standard in the ASCA Ethical Standards for School Counselors is titled “Responsibility to Students” (ASCA, 2016). This ethical code states that we are obligated to treat all students “with dignity and respect as unique individuals” (ASCA, 2016. P. 1.). This relates to my role as an advocate, helping all students. The ethical standards go on to group work, managing boundaries, responsibility to parents and self, etc. (ASCA, 2016).

Vision statement: As a school counselor, I will accept all students as they come. I will encourage, motivate, lead, and be a safe place for all students who need it and for those who do not.

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This article reviews how implementing large group consultation and counseling methods can positively impact students. Large group consultation is done between one person, the consultant, and a group of people, which in this case would be the students and/or faculty, parents, or other community leaders (Saunders & Merlin-Knoblich, 2021). Large group consultation gives school counselors the opportunity to share their knowledge with others as well as support the students, parents, and faculty (Saunders & Merlin-Knoblich, 2021). Large group consultation would be considered an indirect student service when consulting with parents/guardians, teacher, or community members but still benefit and are done on behalf of the students (Saunders & Merlin-Knoblich, 2021).
This is an interesting topic as it shows how using an indirect student service is still important for the students. In the second case study in this article, the school counselor plans backwards and starts assessing the faculty's multicultural awareness in regards to the racially motivated bullying they are experiencing in their school. This reminds me of backwards chaining in Applied Behavior Analysis, where you are teaching a task and you start to teach the very last step of the task. For example, handwashing, when using backwards chaining I would use prompts to do the whole task of washing hands and then teach the last step of drying hands. I think large group consultation is a great idea to benefit students because it helps the school counselor cover all bases, and, "supports the academic, career, and emotional needs of students." (Saunders & Merlin-Knoblich, 2021).

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ABSTRACT
Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students' academic, career, and social/emotional success. In this article, we present best practices when designing and implementing LGC. We also highlight two school counseling case studies to demonstrate the usefulness of LGC.

Additional information

Notes on contributors

Rachel Saunders
Rachel Saunders is an Assistant Professor in the Department of Counseling at the University of Cincinnati.

Clare Merlin-Knoblich
Clare Merlin-Knoblich is an Associate Professor in the Department of Counseling at UNC Charlotte. She currently serves as Director of the Master's in Counseling Program, as well as the Post-Master's in School Counseling Certificate.

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Implementing Large-Group Consultation in Comprehensive School Counseling Programs

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ABSTRACT Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students' academic, career, and social/emotional success.

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I am surprised that I have a strong preference for thin people over fat people. I am someone that does not like to speak about weight and food consumption, or lack thereof, because I am aware that I do not know what other people are dealing with. I think that this is a topic I am drawn to as well, and eating disorders are something I want to study more and possibly specialize in one day. With that being said, I absolutely need to work on my bias towards thin people because I would never want to make someone uncomfortable. I also know there are medical conditions that can contribute to weight gain, as well as weight loss.